Anxiety and Math
The impact of anxiety on math achievement has received significant attention in the field of educational research. There is no doubt that anxiety symptoms and math performance are negatively related (as one goes up, the other goes down). In some kids, problems in math may cause anxiety. But in other kids, anxiety may contribute to problems in math.
Here are some theories and models about how anxiety and math are related:
When kids are anxious about math, their mind can become overloaded with worry, making it hard for them to focus or remember important steps (i.e., Cognitive Interference or Processing Efficiency Theory). Sometimes, a small amount of anxiety can help kids stay focused, but too much anxiety can overwhelm them and lead to mistakes due to rushing or poor attention (i.e., Arousal Theory). Test anxiety, common in math assessments (especially timed math), can also increase stress and impair performance. Children may avoid math because of their anxiety, which prevents them from improving (i.e., Avoidance Theory). Negative thoughts or self-talk, such as “I’m not good at math,” can increase anxiety about math and further hinder learning (i.e., Cognitive-Behavioral Model). Stereotypes about who is “good” at math (like the idea that girls aren’t as good at math) can also increase anxiety, especially if they hear comments from adults who support this (i.e., Stereotype Threat). If kids feel helpless about improving in math, their anxiety can grow, creating a cycle that’s hard to break (i.e., Learned Helplessness). Finally, when kids have deficits in basic number processing (e.g., counting, subitizing), including math learning disorder (i.e., Dyscalculia), they may experience elevated anxiety (i.e., Deficit Model).
It can be tricky to tease apart the relation between anxiety and math!
Watch for symptoms of possible anxiety in your child that might occur with math:
- Avoidance, excuses, refusal, or procrastination
- Excessive worry, irritability, or fears of failure, bad grades, getting wrong answer, or not being good enough.
- Generalized negative statements about abilities, intelligence, etc. (e.g., ‘I’m stupid’).
- Overly dependent on others for help or reassurance during math (e.g., e.g., checking homework for mistakes)
- Somatic complaints around math assignments or tests (e.g., headaches, stomachaches, fatigue, pain, illness)
- Nail biting, hair twirling, or fidgeting that suggest internal restlessness
What if you suspect that your child understands math, but anxiety is getting in the way?
Talk with your child’s teacher about the anxiety you observe at home. Is this also occurring in the classroom? What about during math testing? What if the assignment or test is timed versus untimed? Is there any math work avoidance at school? Any emotional distress?
What does the teacher suggest? Can the school counselor talk with your child? If your child is already in therapy, can the therapist explore how math and anxiety might be related?
What if you suspect that your child needs to improve their math skills?
It can be challenging for parents to help their child with math homework because the strategies and curriculum has likely changed since you learned math. Be careful about teaching your child a new way to complete their math because this may lead to confusion.
Ask your child’s math teacher about tutoring or extra help. It may not be necessary to pay for tutoring in the community if the teacher offers extra help already. It’s common for teachers to have small groups they meet with before or after school. Additionally, they may have a math tutor they readily refer to who knows the math curriculum.
What if you don’t know where to start?
Meet with your child’s teacher. Meet with your child’s therapist. Ask lots of questions, get curious, and make sure everyone is on the same page. See if they can help with a plan.
If you remain unsure how to help, it may be time for an evaluation of your child’s strengths and weaknesses. This needs to include all those skills related to math (e.g., visuospatial skills, attention, executive functioning, learning and memory, language skills) but also emotional functioning. This can help you tease apart weaknesses or symptoms so know what to do next. You need to understand your child so you can advocate.
Reach out to us to learn more about how a neuropsychological evaluation can help:
If you have a young child, learn more about supporting early numeracy skills at home: https://pedneurocenter.com/teaching-early-numeracy-skills-to-young-children/
